Revised 1-23-13
Midland ISD- ELA Scope and Sequence
2nd Grade
Unit 5B-Research: Media Method
Unit Dates: March 25-April 12
15 Days
Unit Assessment: April 8-12
Whole Group Reading
Focus
CSCOPE
Media
Day 2
Media
Day 3
Media
Day 4
Media
Recognize different purposes of
Recognize different purposes of
Recognize different purposes of media
Recognize different purposes of media
media and identify techniques used in
media and identify techniques used in
and identify techniques used in media.
and identify techniques used in media.
media.
media.

Recognize different purposes of media

Recognize different purposes of media
(2.16A)
(2.16A)

Make inferences about text using

Recognize different purposes of
textual evidence to support
media (2.16A)

Describe techniques used to create

Describe techniques used to create
understanding (Fig19D)

Describe techniques used to create
media messages (2.16B)
media messages (2.16B)

Identify the topic and explain the
media messages (2.16B)

Make inferences about text using

Identify various written conventions for
author’s purpose in writing about the 
Make inferences about text using
textual evidence to support
using digital media (2.16C)
text (2.13A)
textual evidence to support
understanding (Fig19D)

Make inferences about text using

Recognize different purposes of
understanding (Fig19D)
textual evidence to support
media (2.16A)
understanding (Fig19D)

Describe techniques used to create
media messages (2.16B)
1E - internalize new basic/academic language
1H-develp and expand repertoire of learning strategies
2F-listen to and derive meaning from media
4F-use visual and contextual support to expand and confirm understanding
4G-demonstrate comprehension of increasingly complex English
5G-narrate, describe and explain with increasing detail
Unit 5B, Exemplar Lesson 1
Daily Lesson 1, Shared Reading
Unit 5B, Exemplar Lesson 1
Daily Lesson 2, Shared Reading
Unit 5B, Exemplar Lesson 1
Daily Lesson 3, Shared Reading
Unit 5B, Exemplar Lesson 1
Daily Lesson 4, Shared Reading
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Note: Collect variety of persuasive print
media from magazines, newspapers,
mailers, flyers and other sources (at least
1/student). See Teacher Notes section
of CSCOPE Lesson for additional
information.
Note: Select grade appropriate TV
commercial aimed at kids and website.
See resource page at end of this
document for links to digital media.
Note: Select a variety of grade appropriate
media designed to entertain (magazines,
comic books, comic section of newspaper
etc…)
Note: Select a variety of grade appropriate
digital media designed to entertain
including websites, DVDs, CDs, and video
games.
Teacher
Notes and
Resources
Resources
ELPS
Whole Group Reading
Genre
Day 1
1
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Whole Group Word Study
Focus
Day 2
Day 3
Day 4
Decode and spell words with common
vowel pairs.

Use common syllabication patterns
to decode words including vowel
digraphs and diphthongs (2.2Bvi)

Use phonological knowledge to
match sounds to letters to construct
unknown words (2.23A)

Spell words with common
orthographic patterns and rules
including vowel digraphs (2.23Biv)
Decode and spell words with common
Decode and spell words with common
Decode and spell high-frequency words.
vowel pairs.
vowel pairs.

Identify and read at least 300 high
frequency words from a commonly

Use common syllabication patterns to

Use common syllabication patterns to
used list (2.2G)
decode words including vowel
decode words including vowel

Use phonological knowledge to match
digraphs and diphthongs (2.2Bvi)
digraphs and diphthongs (2.2Bvi)
sounds to letters to construct unknown

Use phonological knowledge to match

Use phonological knowledge to match
words (2.23A)
sounds to letters to construct unknown
sounds to letters to construct unknown

Spell high frequency words (2.23C)
words (2.23A)
words (2.23A)

Spell words with common orthographic 
Spell words with common orthographic
patterns and rules including vowel
patterns and rules including vowel
digraphs (2.23Biv)
digraphs (2.23Biv)
2A-distinguish sounds and intonation patterns of English
2B-recognize elements of English sound system
3A-practice producing sounds of newly acquired vocabulary
4A-learn English sound-letter relationships/decode
4B-recongize directionality of English
4C-develp basic sight vocabulary
5A-learn relationships between sounds and letters in English
5B-write using new basic and content vocabulary
5C-spell familiar English words
Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas-Monthly Planning Guide pg. 42
Letter Sounds (LS) 17
Pg 135-138
CSCOPE
Letter Sounds (LS) 16
Pg. 131-134
Unit 5B, Exemplar Lesson 1,
Daily Lesson 1, Word Study
Unit 5B, Exemplar Lesson 1,
Daily Lesson 2, Word Study
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Note: Create a set of 40 Go Fish
cards/small group using words with the
vowel pairs ai, ay, ee, ea, igh, ie, oa, ow,
ue, ew, oo, ow, ou, aw, au, oi, oy.
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 Identify & read at least 300 HFW (2.2G)
High Frequency Words:
together, been, through, talk, would
ELPS
3B-learning and using English high frequency words
Teacher
Notes and
Resources
High
Frequency
Words
Resources
Phonics
Lessons
ELPS
Phonics
Day 1
2
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Focus
CSCOPE
Day 1
Day 2
Day 3
Write persuasive statements.

Write persuasive statements about
issues that are important to the
student for the appropriate audience
in the school, home or local
community (2.20A)
Write persuasive statements.

Write persuasive statements about
issues that are important to the
student for the appropriate audience in
the school, home or local community
(2.20A)
Write persuasive statements.

Write persuasive statements about
issues that are important to the
student for the appropriate audience in
the school, home or local community
(2.20A)
5A-learn relationships between sounds and letters in English
5D-edit writing for standard grammar and usage
5F- write using a variety of grade-appropriate sentence lengths
Day 4
Plan for narrative or expository
compositions.

Write brief compositions about topics
of interest to the student (2.19A)
*Performance Indicator
5C-spell familiar English words
5E-employ increasingly complex grammatical structures
5G-narrate, describe and explain with increasing detail
Unit 5B, Exemplar Lesson 1,
Daily Lesson 1, Writing
Unit 5B, Exemplar Lesson 1,
Daily Lesson 2, Writing
Unit 5B, Exemplar Lesson 1,
Daily Lesson 3, Writing
Unit 5B, Exemplar Lesson 1,
Daily Lesson 4, Writing
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Note: Collect a group of cereal boxes
(1/small group of 3-4). See Background
Information and Teacher Notes sections
of CSCOPE lesson for information on
Persuasive text.
Note: Select a narrative and expository
text to use as a model. Select a narrative
and an expository graphic organizer. This
lesson begins a Performance Indicator that
is continued through Daily Lesson 8.
Teacher
Notes and
Resources
Resources
EL
PS
Writing
Whole Group Writing
3
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Whole Group Reading
Day 7
Day 8
Media
Media
Media
Recognize different purposes of
media and identify techniques used
in media.

Recognize different purposes of
media (2.16A)

Describe techniques used to
create media messages (2.16B)

Make inferences about text using
textual evidence to support
understanding (Fig19D)
Recognize different purposes of media
and identify techniques used in media.

Recognize different purposes of media
(2.16A)

Describe techniques used to create
media messages (2.16B)

Make inferences about text using
textual evidence to support
understanding (Fig19D)
Recognize different purposes of media
and identify techniques used in media.

Recognize different purposes of
media (2.16A)

Describe techniques used to create
media messages (2.16B)

Identify various written conventions for
using digital media (2.16C)

Make inferences about text using
textual evidence to support
understanding (Fig19D)
Recognize different purposes of media
and identify techniques used in media.

Establish purpose for reading selected
tests and monitor comprehension
(2.3C)

Recognize different purposes of media
(2.16A)

Describe techniques used to create
media messages (2.16B)

Identify various written conventions for
using digital media (2.16C)

Make inferences about text using
textual evidence to support
understanding (Fig19D)
1E - internalize new basic/academic language
2F-listen to and derive meaning from media
4G-demonstrate comprehension of increasingly complex English
Genre
Media
Focus
Whole Group Reading
Day 6
ELPS
Day 5
CSCOPE
Unit 5B, Exemplar Lesson 1
Daily Lesson 5, Shared Reading
Unit 5B, Exemplar Lesson 1
Daily Lesson 6, Shared Reading
Unit 5B, Exemplar Lesson 1
Daily Lesson 7, Shared Reading
Unit 5B, Exemplar Lesson 1
Daily Lesson 8, Shared Reading
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Note: Select a variety of grade
appropriate print media designed to
inform including newspapers and
magazines.
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Note: Select a variety of digital media
designed to inform including websites,
DVDs and television show.
Note: Collect assortment of print and
digital media from previous day’s lessons.
Note: Select 2 print or digital media pieces
for different purposes (at least one should
be persuasive).
Teacher
Notes and
Resources
Resources
*Performance Indicator
1H-develp and expand repertoire of learning strategies
4F-use visual and contextual support to expand and confirm understanding
5G-narrate, describe and explain with increasing detail
4
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Whole Group Word Study
Focus
CSCOPE
Day 6
Day 7
Day 8
Decode and spell high-frequency words
and words with common syllable

Identify and read at least 300 high
frequency words from a commonly
used list (2.2G)

Use phonological knowledge to match
sounds to letters to construct unknown
words (2.23A)

Spell high frequency words (2.23C)
Decode and spell words with common
vowel pairs.

Use common syllabication patterns
to decode words including vowel
digraphs and diphthongs (2.2Bvi)

Use phonological knowledge to
match sounds to letters to construct
unknown words (2.23A)

Spell words with common
orthographic patterns and rules
including vowel digraphs (2.23Biv)
Decode and spell words with vowel
pairs.
Use context to determine the meaning of
unfamiliar or multiple-meaning words.


*Performance Indicator
*Performance Indicator


Use common syllabication patterns to
decode words including vowel
digraphs and diphthongs (2.2Bvi)
Use phonological knowledge to match
sounds to letters to construct unknown
words (2.23A)
Spell words with common orthographic
patterns and rules including vowel
digraphs (2.23Biv)
2A-distinguish sounds and intonation patterns of English
4A-learn English sound-letter relationships/decode
5A-learn relationships between sounds and letters in English
Use context to determine the meaning
of unfamiliar words or multiplemeaning words (2.5B)
2B-recognize elements of English sound system
4B-recongize directionality of English
5B-write using new basic and content vocabulary
3A-practice producing sounds of newly acquired vocabulary
4C-develp basic sight vocabulary
5C-spell familiar English words
Unit 5B, Exemplar Lesson 1,
Daily Lesson 3, Word Study
Unit 5B, Exemplar Lesson 1,
Daily Lesson 4, Word Study
Unit 5B, Exemplar Lesson 1,
Daily Lesson 5, Word Study
Unit 5B, Exemplar Lesson 1,
Daily Lesson 6, Word Study
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Note: Prepare a list of words with the
same vowel pairs listed in Daily Lesson 2.
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Note: Collect grade appropriate texts for
students to use. This can be done
independently or in small grops.
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 Identify & read at least 300 HFW (2.2G)
High Frequency Words:
because, almost, gone, world, during
Teacher
Notes and
Resources
High
Frequency
Words
Resources
ELPS
Phonics
Day 5
5
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Whole Group Writing
Focus
Writing
Day 5
Use a graphic organizer to write a
draft of an expository or narrative
composition.

Write brief compositions about
topics of interest to the student
(2.19A)
Day 6
Use a graphic organizer to write drafts
of an expository or narrative
composition and use apostrophes to
form contractions and singular
possessive nouns.

Write brief compositions about topics
of interest to the student (2.19A)

Recognize and use apostrophes and
contractions (2.22Cii)

Recognize and use apostrophes and
possessives (2.22Ciii)
Day 7
Day 8
Revise compositions to enhance or
clarify the meaning/message.

Write brief compositions about topics
of interest to the student (2.19A)

Revise drafts by adding or deleting
words, phrases, or sentences (2.17C)
Revise compositions to enhance or clarify
the meaning/message.

Revise drafts by adding or deleting
words, phrases, or sentences (2.17C)

Edit drafts for grammar, punctuation,
and spelling using a teacher-developed
rubric (2.17D)

Write brief compositions about topics of
interest to the student (2.19A)
*Performance Indicator
CSCOPE
5A-learn relationships between sounds and letters in English
5D-edit writing for standard grammar and usage
5F- write using a variety of grade-appropriate sentence lengths
5C-spell familiar English words
5E-employ increasingly complex grammatical structures
5G-narrate, describe and explain with increasing detail
Unit 5B, Exemplar Lesson 1,
Daily Lesson 5, Writing
Unit 5B, Exemplar Lesson 1,
Daily Lesson 6, Writing
Unit 5B, Exemplar Lesson 1,
Daily Lesson 7, Writing
Unit 5B, Exemplar Lesson 1,
Daily Lesson 8, Writing
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Note: Collect complete compositions to score
using the rubric provided.
Teacher
Notes and
Resources
Resources
ELPS
*Performance Indicator
6
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Whole Group Reading
ELPS
CSCOPE
Day 10
Day 11
Day 12
These blank days at the end of the unit may be placed anywhere within the unit
as needed.
Teacher Notes
and Resources
Focus
Genre
Whole Group Reading
Resources
Day 9
7
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Whole Group Word Study
Focus
ELPS
Day 10
Identify and read abbreviations
Identify and read abbreviations


Identify and read abbreviations
(2.2E)
Day 11
Identify and read abbreviations (2.2E)
1A-use prior knowledge to understand meanings in English
1C-use strategic learning techniques to acquire basic and grade-level vocabulary
1F-use accessible language and learn new, essential language
5A-learn relationships between sounds and letters in English
5E-employ increasingly complex grammatical structures
Identify and use synonyms.

Identify and use common words that
are opposite (antonyms) or similar
(synonyms) in meaning (2.5C)
Day 12
Identify and use antonyms.

Identify and use common words that
are opposite (antonyms) or similar
(synonyms) in meaning (2.5C)
1B-monitor oral and written language production
1E-internalize new, basic and academic language
1H-develp and expand repertoire of learning strategies
5B-write using new basic and content vocabulary
Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas
Word Meaning (WM) 1
Pg. 273-276
Word Structure (WS) 20
Pg. 379-382
Word Meaning (WM) 2
Pg. 277-280
CSCOPE
Unit 5B, Exemplar Lesson 1,
Daily Lesson 7, Word Study
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Note: Write 1 sentence/student with an
abbreviation on sentence strips. See
Teacher Notes section of CSCOPE lesson
for suggested abbreviations.
 Identify & read at least 300 HFW (2.2G)
High Frequency Words:
everyone, own, sometimes, become
ELPS
3B-learning and using English high frequency words
Teacher Notes
and Resources
High
Frequency
Words
Resources
Phonics
Lessons
Phonics
Day 9
8
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Whole Group Writing
Day 9
Day 10
Day 11
Day 12
CSCOPE
Teacher
Notes and
Resources
Resources
ELPS
Writing
These blank days at the end of the unit may be placed anywhere within the unit as needed.
9
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Whole Group Reading
Day 15
These blank days at the end of the unit may be placed anywhere within the unit as
needed.
CSCOPE
ELPS
Focus
Genre
Day 14
Teacher
Notes and
Resources
Resources
Whole Group Reading
Day 13
10
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Whole Group Word Study
Focus
Identify and use synonyms and antonyms.

Identify and use common words that are
opposite (antonyms) or similar (synonyms) in
meaning (2.5C)
Day 14
Day 15
Identify and use synonyms and antonyms.

Identify and use common words that are opposite
(antonyms) or similar (synonyms) in meaning
(2.5C)
Phonics ELPS
Lessons
*Performance Indicator
1C-use strategic learning techniques to acquire basic and grade-level vocabulary
1E-internalize new, basic and academic language
1F-use accessible language and learn new, essential language
Phonics Lessons; Letters, Words and How They Work Pinnell and Fountas
Word Meaning (WM) 3
Pg. 281-284
Unit 5B, Exemplar Lesson 1,
Daily Lesson 8, Word Study
CSCOPE
Resources
Phonics
Day 13
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ELPS
3B-learning and using English high frequency words
Teachers Notes and
Resources
High
Frequency
Words
Note: Collect a variety of grade appropriate books for
students to use.
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MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Whole Group Writing
Day 13
Day 15
CSCOPE
Writing
These blank days at the end of the unit may be placed anywhere within the unit
as needed.
Teacher
Notes and
Resources
Resources
Day 14
12
Independent
Reading
Guided
Reading/
Small
Group
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges and sometimes their preferences.
Select texts according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database
(pages 112-123 of the Comprehension Literacy Guide), or your campus guided reading library.
Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an
opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The
Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG pg. 6)
Read independently for a sustained period of time. (2.12A)
Ongoing TEKS for Unit 5B:
Reading: 2.3B; 2.28A,B; 2.29A; Fig19A
Word Study: 2.2Ai, ii, iii, iv,C,H
Writing: 2.2F; 2.17A,B; 2.18A; 2.21Ai-vii,B,C; 2.22A,Bi,ii Ci; 2.23Bi, ii, iii,D,E,F; 2.28A,B; 2.29A; 2.30A
CSCOPE Recommended Resources (media):
http://www.admongo.gov/teachers.aspx
http://www.clipland.com/
http://www.youtube.com/playlist?list=PL183953DC36E0391F
http://www.youtube.com/watch?v=qIZ2lua9aQA
http://www.youtube.com/watch?v=0J1m0pxYTfY
http://toysrus.shoplocal.com/toysrus/default.aspx?action=entryflash&
http://www.offers.com/walmart/print-ads/
CSCOPE Recommended Resources (including digital media):
http://www.timeforkids.com/
http://kids.nationalgeographic.com/kids/
http://teacher.scholastic.com/activities/scholasticnews/index.html
http://pbskids.org/wayback/
http://www.sikids.com/
CSCOPE Recommended Resources (Writing):
Informational text
It's Disgusting and We Ate It!: True Food Facts From Around the World and Throughout History by James Solheim
A Handbook for Kids by Gail Gibbons
Compost, by Gosh! An Adventure With Vermicomposting by Michelle Eva Portman
13
MIDLAND ISD Scope & Sequence 2nd ELA –Unit 5B-Research: Media Method
The Busy Body Book: A Kid's Guide to Fitness by Lizzy Rockwell
M is for Music by Kathleen Krull
The Adventures of a Plastic Bottle: A Story About Recycling by Alison Inches
The Icky Bug Counting Book by Jerry Palotta
The Three R's: Reuse, Reduce, Recycle by Nuria Roca
Why? The Best Ever Question and Answer Book About Nature, Science and the World Around You by Catherine Ripley
14